An Analysis Of Teacher Questioning In EFL Classes

Discourse is not only an efficient way of foreign language teaching in EFL classes,but also a significant example of classroom language application.Teacher questioning is indispensable to discourse.As the most efficient interaction between language learners and teachers,teacher questioning plays a key part in arousing language learners' interest,developing students' intellectual thinking,emboldening students to participate in the teaching activities and so on.In the meanwhile,teacher questioning could help to increase more opportunities for learners' input and output in target language.This study about teacher questioning consists of fifteen foreign language teaching videos.This thesis in on account of three theories,including Input Hypothesis,Output Hypothesis and Interaction Hypothesis.Through the research methods of data analysis,qualitative research and quantitative research to study the fifteen English teacher's classes as the samples.This study chiefly makes the research from three dimensions: forms of teacher questioning,strategies of teacher questioning and ways of teacher questioning.In the end,in order to develop the quality of foreign language teaching in EFL classes,this thesis come up with several effective suggestions and implications.In accordance with video analysis and classroom observation,the results of study are as the following:(1)There are more referential questions(56.9%)posed by language teachers than display questions(43.1%)in teacher questioning.(2)Redirecting strategy(37.9%)is the most widely-used strategy.The other three strategies apply for some times.(3)Volunteering(47.2%)and Chorus-answering(34.8%)are the popular processes of questioning used by language learners during answering the questions.On the basis of the results of this study,some implications are put forward to improve teacher questioning in EFL classes:(1)The implication for the foreign language teaching and learning;(2)The implication for developing English teaching.